Problem solving | Centre for the Use of Research & Evidence in Education (CUREE)

Developing a need for algebra

Aim: To investigate whether a secondary mathematics classroom culture can be established in whichstudents develop a need for algebra, using it themselves without prompting, having gained asense of its power, and, if so, what factors led to this.

Getting pupils to take greater responsibility for their own learning during collaborative group tasks

Aim: To develop pupils group work and thinking skills so they participate more fully and take responsibility for their own learning during collaborative group tasks.

How might we develop young children's problem skills?

Aim: To examine childrens responses to a number of practical problem-solving tasks, how they explain their decisions, and how they use diagrams (with symbols) to record the process.

Teaching children to generate questions designed to improve their capacity to think critically about scientific problems

Aim: To teach children to generate questions designed to improve their capacity to think critically about scientific problems.

Knowledge and understanding + skills = wonder child?

Aim: To investigate factors that develop independence in problem-solving and to improve problem-solving throughout the curriculum.

Enhancing student engagement

Aim: To investigate the impact of physical theatre skills on a group of Year 8 students identified as needing to develop their non-verbal reasoning skills further and to document the processes and problem solving strategies Year 8 pupils use when attempting to learn a new, creative physical skill.

Use of Two-Dimensional Pepresentations to aid the Transition from Arithmetic to Algebra

Aim: To investigate the extent to which use of a teaching approach based on the concept of area would help students overcome key difficulties in the transition from arithmetic to algebra.

Perspectives of one to one laptop access

Aim: The research sought to explore the childrens knowledge, views, understandings, interpretations and experiences of using laptop computers one-to-one and to gauge the effectiveness of the laptop use for the childrens learning.

How can we encourage pupil dialogue in collaborative group work?

Aim: To investigate how different pupil groupings affect pupil dialogue and to develop and evaluate strategies and resources to support collaborative group work and pupil dialogue.

Developing a policy of inclusion with differentiation using TASC: thinking actively in a social context

Aim: The aims of the project were to improve our whole school lesson planning, classroom delivery and pupils activities, personalise learning with pupils developing their skills of self-evaluation and self-monitoring and focus on developing their problem-solving and thinking skills.